Academic Self-Efficacy, Online Self-Efficacy, and Fixed and Faded Scaffolding in Computer-Based Learning Environments
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| Title: | Academic Self-Efficacy, Online Self-Efficacy, and Fixed and Faded Scaffolding in Computer-Based Learning Environments |
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| Language: | English |
| Authors: | Sonia Triana-Vera (ORCID |
| Source: | Contemporary Educational Technology. 2025 17(1):570. |
| Availability: | Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 10 |
| Descriptors: | Self Efficacy, Electronic Learning, Scaffolding (Teaching Technique), High School Students, Grade 10, Multimedia Instruction, Multimedia Materials, Foreign Countries, Learning Motivation, Individualized Instruction, Academic Ability, Technology Education, Computer Assisted Instruction, Computer Science Education, Programming |
| Geographic Terms: | Colombia |
| Abstract: | This research aimed to determine the effects of motivational scaffolding and adaptive scaffolding on academic and online self-efficacy in learners interacting with a multimedia learning environment within the field of technology. The study involved 146 students from four tenth-grade classes at a public institution in the municipality of Soacha (Cundinamarca-Colombia). The research followed a quasi-experimental design with two independent variables: (1) motivational scaffolding (static and faded by the student) and (2) adaptive scaffolding (fixed and differentiated), it also included two dependent variables; academic and online self-efficacy. A factorial MANCOVA statistical analysis showed a significant interaction of adaptive scaffolding and motivational scaffolding on self-efficacy for online learning. There was also evidence that differential adaptive scaffolding had a substantial effect on academic and online self-efficacy. These findings suggest that the use of motivational and differential pedagogical and/or didactic strategies in virtual learning environments, which integrate scaffolding faded by the student, enhances learners' personal judgments about their abilities to learn content within the field of technology. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470014 |
| Database: | ERIC |
| Abstract: | This research aimed to determine the effects of motivational scaffolding and adaptive scaffolding on academic and online self-efficacy in learners interacting with a multimedia learning environment within the field of technology. The study involved 146 students from four tenth-grade classes at a public institution in the municipality of Soacha (Cundinamarca-Colombia). The research followed a quasi-experimental design with two independent variables: (1) motivational scaffolding (static and faded by the student) and (2) adaptive scaffolding (fixed and differentiated), it also included two dependent variables; academic and online self-efficacy. A factorial MANCOVA statistical analysis showed a significant interaction of adaptive scaffolding and motivational scaffolding on self-efficacy for online learning. There was also evidence that differential adaptive scaffolding had a substantial effect on academic and online self-efficacy. These findings suggest that the use of motivational and differential pedagogical and/or didactic strategies in virtual learning environments, which integrate scaffolding faded by the student, enhances learners' personal judgments about their abilities to learn content within the field of technology. |
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